2018年下半年中学教师资格认定考试(初级英语学科知识与教学能力

2018年下半年中学教师资格认定考试（初级英语学科知识与教学能
力）真题试卷(题后含答案及解析)
题型有：1. 单项选择题 2. 简答题 3. 教学情境分析题 4. 教学设计题 5. 阅读理解
单项选择题
1．Which of the following underlined parts is different from others in pronunciation?
A．wished
B．jumped
C．kissed
D．waited
正确答案：D
解析：本题考查语音知识。

规则动词词尾加-ed有三种读音：①在清辅音后读作／t／；②在浊辅音和元音后读作／d／；③在t／d后读作／Id／。

wished，jumped，kissed三个单词画线部分的发音均为／t／，waited画线部分的发音为／Id／。

故本题选D。

2．Which of the following shows the general intonation pattern in a complex sentence?
A．When I started my career there was no unemployment.
B．When I started my career there was no unemployment.
C．When I started my career there was no unemployment.
D．When I started my career there was no unemployment.
正确答案：B
解析：本题考查语音知识。

含状语从句的复合句的语调分为两种情况：①若主句在前，从句在后，主句结束时意思已经比较完整，则主句通常用降调，整个句子读完时也应该用降调；②若从句在前，主句在后，则语调通常是“前升后降”。

故本题选B。

3．All the______in this school are taught by the same teacher.
A．six-year-olds
B．six-years-old
C．six-year-old
D．six-years-olds
正确答案：A
解析：本题考查名词用法。

句意为“在这所学校里，所有六岁的学生都由同
一个老师来教”。

分析句子成分可知，空格处应填名词形式。

six-year-old相当于形容词；six-year-olds则为名词复数，表示同一类人。

故本题选A。

4．The risk of infection for that patient hasn’t diminished after the operation.______, it has increased.
A．On the whole
B．On the contrary
C．On the average
D．On the other hand
正确答案：B
解析：本题考查介词短语辨析。

句意为“在手术后，那位病人的感染风险并没有降低，______增加了”。

on the whole“整体上”；on the contrary“相反”，符合题意；on the average“一般说来”；on the other hand“另一方面”。

故本题选B。

5．Testing is still a usual means______which students’ progress is measured.
A．in
B．at
C．of
D．by
正确答案：D
解析：本题考查介词用法。

句意为“测试仍然是检测学生进步程度的一种常用的方式”。

分析句子成分可知，空格后面是定语从句，means所在成分在从句中作方式状语；by可表示“通过，凭借，借助”。

故本题选D。

6．Many people______in the project at both research and editing stages and we would like to thank them all here.
A．have involved
B．have been involved
C．having involved
D．having been involved
正确答案：B
解析：本题考查时态和语态。

句意为“很多人已经参与到这项工程的研究和编写阶段，在此我们要感谢他们”。

分析句子成分可知，and连接前后两个完整的句子，前半句缺少谓语，故排除C、D。

many people和involve之间是被动关系，be involved in“参与，涉及”。

故本题选B。

7．Only until very recently______possible that grammarians are able to make accurate statements about the rules of some languages.
A．has it been
B．it has been
C．was it
D．it was
正确答案：A
解析：本题考查倒装。

句意为“直到最近，语法学家才能够对一些语言规则进行精准阐述”。

当“only+状语”位于句首时，主句要用部分倒装，即把谓语的一部分如助动词或情态动词放至主语的前面。

根据后半句中的are able to可知本句为现在时态，故排除C、D。

故本题选A。

8．This is not______they had expected after years of painstaking research.
A．a result as bad as
B．as a result as bad
C．as bad as a result
D．as bad a result as
正确答案：D
解析：本题考查as…as的用法。

句意为“经过多年的艰苦研究，这个结果并不像他们预期的那么糟糕”。

as…as意为“和……一样”，表示同级的比较，其基本结构为as+adj．／adv．+(冠词)+名词+as。

故本题选D。

9．Which of the following words is formed through derivation?
A．students
B．shorter
C．bought
D．insanity
正确答案：D
解析：本题考查构词法。

题干：下面哪一个单词是通过派生法形成的?派生法指在词根前面加前缀或在词根后面加后缀构成一个与原单词意义相近或截然相反的新词的方法，如unconscious(无意识的)，nationaI(民族的)都是通过派生法形成的。

通过派生法构成的词的词类有的发生改变，有的保持不变。

屈折变化是通过添加屈折词缀(如数、人称、格等)来表现语法关系；屈折词缀不会改变词干的词类。

A项是student的复数形式，B项是short的比较级形式，C项是buy的过去式，三者都是通过添加屈折词缀变化而来。

只有D项是insane的派生词。

故本题选D。

10．The utterance “Now, correct me if I’m wrong ...” suggests that people are likely to observe the______Maxim in daily conversations.
A．Quantity
B．Quality
C．Relevance
D．Manner
正确答案：B
解析：本题考查会话含义理论。

题干：在日常对话中，“如果我错了，现在
请纠正我……”这个句子表明人们可能遵循什么准则?Quantity Maxim“数量准则”，Quality Maxim“质量准则”，Relevance Maxim“关系准则”，Manner Maxim “方式准则”。

质量准则是指设法使你的话语真实：①不要说自知是虚假的话；
②不要说缺乏足够证据的话。

故本题选B。

11．When a teacher asks students to brainstorm what they will write about an unforgettable trip, he/she mainly focuses on______.
A．ideas
B．layout
C．style
D．feedback
正确答案：A
解析：本题考查写作教学。

题干：在进行“难忘的旅途”写作前，教师要求学生进行头脑风暴，该教师主要关注的是______。

ideas“思想，想法”，layout “布局”，style“风格”，feedback“成果，反馈”。

“头脑风暴”一般在写前进行，用于帮助学生收集想法，使学生产生思路。

故本题选A。

12．Which of the following is a communicative task?
A．Reading aloud the dialogue on page 24.
B．Writing a party invitation to your friends.
C．Translating the first paragraph into Chinese.
D．Making sentences with the expressions given.
正确答案：B
解析：本题考查课堂活动。

题干：以下哪个选项属于交际性任务?A项“朗读第24页的对话”，B项“给你的朋友写一封聚会邀请函”，C项“将第一段翻译成汉语”，D项“用所给短语造句”。

communicative activity即各种形式的交际性活动，在活动中学生通过完成目标任务，即真实的交际性任务，达到真正运用语言的目的。

A、C、D三项的任务都没有放在真实的交际语境中，故本题选B。

13．What is being practised if a teacher asks students to read words like “cot, hot” and “dog, log”?
A．Spelling and structure.
B．Stress and sound.
C．Minimal pairs.
D．Phonetic symbols.
正确答案：C
解析：本题考查语音教学。

最小对立体，也称最小对立对，指除了出现在同一个位置上的一个音之外其余都相同的两个语音组合。

题目中的cot与hot，dog 与log两组词都只有一个音素的差别，因此该教师让学生练习的是最小对立体。

故本题选C。

14．What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc?
A．The Natural Approach.
B．The Communicative Approach.
C．The Audio-lingual Method.
D．The Grammar-translation Method.
正确答案：C
解析：本题考查教学方法。

题干：如果一节课的大部分时间都是在练习句型，并且配有重复、记忆和模仿等练习，那么教师运用的是什么教学方法?A项“自然法”是一种在单词和短语同事物之间建立直接联系的教学方法，旨在把抽象的意义还原为形象具体的现实。

B项“交际法”是以语言功能项目为纲，培养在特定的社会语境中运用语言进行交际的能力的一种教学法体系，旨在培养交际能力。

C项“听说法”以句型为中心，强调反复操练，以模仿、重复和记忆的方式学习。

D项“语法翻译法”以培养学生的阅读能力为主要的教学目的，强调阅读原著和名著，不注重口语。

故本题选C。

15．According to the affective-filter hypothesis, ______is NOT an affective factor influencing language learning.
A．attitude
B．motivation
C．interest
D．intelligence
正确答案：D
解析：本题考查二语习得。

题干：根据情感过滤假说，______不是影响语言学习的有效因素。

根据克拉申的情感过滤假说，语言学习的好坏因人而异，差别主要产生于心理方面的因素。

因学习者在学习动机、态度、信心等情感方面的强度不同，形成强弱不同的心理障碍。

第二语言习得的过程受到许多情感因素的影响。

语言输入必须通过情感过滤才有可能变成语言“吸收”。

态度、动力和兴趣都属于情感的范畴。

intelligence“智力”不属于该范畴。

故本题选D。

16．What does his/her feedback focus on if a teacher’s comment is “John, it would be much better if you have given more details!” ?
A．Content.
B．Language.
C．Attitude.
D．Aptitude.
正确答案：A
解析：本题考查教学实施和评价。

题干：如果一位教师这样评论学生“约翰，如果你能给出更多的细节信息，那就更好了”，那么该教师的反馈主要关注什么?A项“内容”，B项“语言”，C项“态度”，D项“天赋，能力”。

教师的反
馈是希望学生给出更多信息，所以教师的反馈关注内容。

故本题选A。

17．Which of the following is a referential question?
A．Where was Yang Liwei born?
B．Who is the first Chinese astronaut?
C．Why do you think Yang Liwei is a great astronaut?
D．When did Yang Liwei begin his historic space travel?
正确答案：C
解析：本题考查课堂提问。

题干：下面哪一个是参考性问题?课堂问题可分为展示性问题(display questions)和参考性问题(referential questions)。

展示性问题是指教师已经知道答案或者答案能在相关工具书中找到，提问只是为了考查学生对语言知识的掌握情况的问题。

参考性问题是指教师所提的问题没有预设的答案，提问的目的在于使学生发散思维寻求信息的问题。

A、B、D三项都是展示性问题，答案具有固定性。

故本题选C。

18．Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?
A．Avoidance.
B．Empathy.
C．Extroversion.
D．Introversion.
正确答案：B
解析：本题考查跨文化交际。

题干：在中国居住很长时间后，约翰完全能理解他的中国学生经历的文化冲击。

在这个事例中约翰有以下哪一种特质?A项“规避”，B项“共情，共鸣”，C项“外向型”，D项“内向型”。

共情又称同理心、同感等，它是指教师要借助知识、经验、技巧和学生的言行，深入学生内心去体验他的情感、思维，去真正地理解学生。

约翰在中国居住很长时间之后，能完全理解中国学生经历的文化冲击，体现出约翰对中国学生产生了共情。

故本题选B。

19．When the teacher asks students to read a text for the main idea, he/she intends to develop students’ skill of______.
A．retelling
B．predicting
C．skimming
D．scanning
正确答案：C
解析：本题考查阅读技能。

题干：教师让学生读文章获取大意，目的是训练学生的什么能力?A项“复述”，B项“预测”，C项“略读”，D项“寻读”。

略读是一种快速浏览的阅读方式，其目的是了解文章的大意。

故本题选C。

20．Which of the following is based on the communicative view of language?
A．Structural syllabus.
B．Skill-based syllabus.
C．Genre-based syllabus.
D．Functional-notional syllabus.
正确答案：D
解析：本题考查英语教学大纲。

题干：下列哪一项是基于交际性语言观产生的?A项“结构型教学大纲”，B项“技能型教学大纲”，C项“体裁型教学大纲”，D项“功能一意念型教学大纲”。

功能一意念型教学大纲是把学习者运用语言的需要作为出发点，以交际为基础的大纲模式，它所教授的语言需要表达和理解各种功能，并强调交际过程。

故本题选D。

简答题
21．简述形成性评价(formative assessment)的含义(4分)，列举两种形成性评价的方法或手段(8分)，并提出实施中应该注意的两个问题(8分)。

正确答案：(1)形成性评价的含义：形成性评价是指在某项教学活动过程中，评价活动本身的效果，用以调节活动过程，保证目标的实现而进行的评价，是为指导教学过程顺利进行而对学生在学习过程中使用所学知识进行学习活动的情况的评价。

(2)形成性评价的方法：①量化评价法。

a．调查表。

调查表主要用于在学生学习某一单元、某一课之前所进行的简短调查。

通过对学生的调查，一方面可以了解学生已有的水平和存在的问题；另一方面可以帮助教师及时调整教学进度和教学策略。

b．评价量表。

评价量表用于学生在进行一个阶段的学习后所进行的综合评价，一般每个模块以2～3次为宜。

评价量表通过分项目、分内容、分等级、分不同的评价者进行评价。

②质性评价法。

a．优秀作品。

为了弥补评价量表的不足，学生可以通过展示自己的优秀作品说明学习过程中所取得的一些重要成果，包括习作、研究性论文、小制作等。

b．概念图。

学生学习完一个或几个单元以后，可以通过图表的方式来归纳和总结阶段性学习的重点、难点、所需掌握的主要语言技能、各语言知识之间的联系等。

c．录音或录像。

由于交际功能是语言的重要功能之一，培养学生良好的口语表达能力是英语教学的重要目标。

对学生的口语进行录音或对学生的英语表演进行录像，将有助于教师全面了解学生在语言交际能力方面存在的不足。

d．成长记录袋。

成长记录袋主要收集学生在学习过程中生成的各种作品(如作业、论文、手工作品、表演录像等)，用以展现学生的努力、成就与进步，描述学生学习的过程与结果。

e．教师观察。

观察是评价学生学习行为的基本方式。

教师可以观察学生日常学习的诸多方面，比如，观察学生在课堂上如何做出反应，如何使用教材，在小组活动中如何与其他同学相互交流与合作，如何有效地展示自己对所学内容的理解。

通过观察，教师可以了解学生学会了什么，哪些学习策略对学生有帮助，学生喜欢哪些活动和材料等。

f访谈／座谈。

教师与学生间的访谈或座谈有利于评价学生的个人学习情况和需求。

在与学生的交谈中，教师可以发现学生对自己学习情况的感觉和看法。

交谈的主题可以根据学生个人的需要和教学要求来定。

g．读书笔记。

为了鼓励学生大量阅读，教师可以要求学生写读书笔记或让他们
谈读后感。

这样，学生不是为读书而读书，而是通过读书学会思考问题，进而表达自己的思想和感情。

h．项目和演示。

教师可以鼓励学生完成一些学习项目，比如，两个星期做一次采访报告或两个月做一项保护环境的规划等。

在完成项目的过程中，教师应鼓励学生进行创造性思考。

项目完成后，教师可以让学生做相关的书面报告和课堂演示。

(考生列举两种即可。

) (3)形成性评价实施中应该注意的问题：①评价时既要关注学生的学习结果，更要关注学生的学习过程。

评价要强化诊断和发展功能，弱化甄别和选拔功能；反映学生学习的成绩和进步，激励学生学习，帮助学生认识自我，树立学习的信心。

②教师进行教学评价后要及时向学生提供反馈信息，帮助学生了解在学习过程中存在的问题，尽快找出原因，并想出对策加以解决。

教学情境分析题
22．下面是某教师一节听说课听前环节的教学实录，单元话题为My favourite Animal。

T：Today we’ll talk about animals．Do you like animals?Ss：Yes．T：I like animals，too．Please guess what my favourite animal is．Ss：Dog!Monkey!Pandas!Elephant!T：Look!(教师拿出一个毛绒兔子)My favourite animal is a rabbit．It is lovely and cute．Please read after me：cute．(教师在黑板上写出cute，学生跟读)T：Now read after me：chicken，elephant，giraffe，lion，monkey,panda，penguin，sheep，tiger, zebra．(教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读)Ss：根据所给材料从下列三个方面作答：(1)分析该听前教学活动设计的两个优点。

(10分)(2)分析该教学片段存在的两个问题。

(10分)(3)针对每个问题提出一条改进建议。

(10分)
正确答案：(1)该听前教学活动的两个优点：①该教师让学生猜自己最喜欢的动物，从而引出本节听说课的主题My favourite animal，并为后面学生运用“What is your favourite animal?”的句型做了铺垫。

此外，该教师利用直观教具毛绒兔子，有效地调动了学生的学习兴趣与积极性。

②该教师在PPT上呈现听力材料中涉及的动物词汇，目的是在听前阶段为学生扫除听力过程中可能遇到的生词障碍。

(2)该教学片段存在的两个问题：①教师在PPT上呈现听力材料中涉及的所有动物词汇，并逐一领读，这种词汇学习的方法单一枯燥，不能调动学生的积极性，容易使学生失去兴趣。

②教师只带领学生围绕单词进行学习，没有引导学生对听力材料的内容进行预测。

(3)两个改进建议：①从前面学生的回答中，可知学生已掌握了monkey，panda，elephant这几个单词。

此外，根据材料可判断出本节课的听说重点应该围绕“What is your favourite animal?And why?”进行。

因此教师只需重点呈现听力材料涉及的生词以及一些相关的形容词，并且采用图片、视频、音频等多种方式开展教学，充分激发学生的学习兴趣。

②在听前阶段，教师的主要任务是帮助学生熟悉听力话题，所以教师在激活学生已有知识并扫除听力障碍后，可以设置一两个问题或相关表格，让学生预测所听材料的主要内容，并让学生带着问题去听，以便收到良好的听力效果。

教学设计题
23．设计任务：请阅读下面学生信息和语言素材，设计20分钟的口语教学
方案。

教案没有固定格式，但须包含下列要点：-teaching objectives -teaching contents -key and difficult points -major steps and time allocation -activities and justifications 教学时间：20分钟学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。

多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。

学生课堂参与积极性一般。

语言素材：Ms Li: Hello, my name is Li Fang. I’m your teacher and you are my students. I’m Chinese. I’m from Wuhan. What’s your name?Lingling: My name is Wang Lingling.Ms Li: Nice to meet you, Lingling. Where are you from?Lingling: I’m from Beijing. I’m Chinese.Ms Li: How old are you?Lingling: I’m thirteen years old.Ms Li: Good. Hello, what about you?Daming: Hello, Ms Li, my name is Li Darning and I’m from Beijing, too. I’m twelve years old.Ms Li: Thanks. Hello, are you from America?Tony: No, I’m not. I’m from England. I’m Tony Smith.Ms Li: Nice to meet you, Tony. Hi, are you English, too?Betty: No, I’m not. I’m American and my name is Betty King.Lingling: Tony and Betty are our friends.Ms Li: Good! Welcome to Class 4 Grade 7!
正确答案：Teaching Contents:This material is a dialogue between a teacher and four students, which is mainly about where they are from and how old they are.Teaching Objectives:(1) Knowledge objectives①Students can understand the meaning of the speaking material.②Students can master the sentence patterns: What is your name? My name is ...Where are you from? I’m from ... I’m a/an ...How old are you? I’m ...(2) Ability objectives①Students can improve their speaking and listening abilities through the group work.②Students can fluently introduce themselves to others.(3) Emotional objectiveStudents can foster their interest and desire of learning English, and can be fond of taking part in class activities. Teaching Key and Difficult Points:(1) Teaching key pointStudents can understand and use the sentence patterns to talk with others.(2) Teaching difficult pointStudents can foster the interest of learning English and apply the sentences into daily life.Major Steps:Step 1 Presentation (6 minutes)(1) Show students a picture about the first day of new school life and ask students to guess what the dialogue is mainly about. After two minutes, invite two students to share their answers with the whole class.(2) Ask students to listen to the conversation to get the main idea, and then to fill in the chart.(Justification: The picture can help students guess the main idea. Listening and filling in the chart can help students seize details of the conversation and develop their listening ability.)Step 2 Practice (9 minutes)Activity 1 :Divide students into groups of four, and ask them to practise the conversation. Then invite several groups to act out the conversation in the front of the classroom.Activity 2:Ask students to make a survey and finish the table. After 3 minutes, invite several representatives to make a report for the whole class.(Justification: Two activities can help students practise the sentence patterns and foster their interest of learning English. Besides, their abilities of speaking and cooperating with others can be improved.)Step 3 Production (5 minutes)Ask students to have a role-play in groups of four. Ask them to play roles of international students from America, France, England, Canada ... They meet each other for the first time and want to make friends. Students should think about what they should say and what information they expect to get from others.When students are performing, the teacher
should observe students’ performance, give help and give positive evaluations.Then volunteer groups will have the chance to perform in the front of the classroom.(Justification: Through the practise, students can gradually become proficient in using the sentence patterns they have learned and apply them into daily life. In addition, their confidence of speaking and learning English can be cultivated.)
阅读理解
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that’s an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that’s an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things. What mix of motives—internal or instrumental or both—is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success. We analyzed data drawn from 11, 320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army. How did the cadets fare, years later? How did their progress relate to their original motives for attending West Point? We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service. Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military. Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success. There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to “money for college,”“career training” or “seeing the world” will do the job. While this strategy
may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
24．According to the passage, which of the following is an internal motive for a newly recruited soldier?
A．To serve the country.
B．To receive career training.
C．To earn money for college.
D．To broaden their scope of vision.
正确答案：A
解析：细节题。

文章最后一段提到“If the desire for military excellence and service to country fails to attract all the recruits that the Army needs，then perhaps…will do the job．”即如果追求军事卓越和为国家服务的渴望不能吸引新兵服役，那么也许可以用“赚大学费用”“职业培训”或“增长见识”来吸引新兵。

结合前文可知，“赚大学费用”“职业培训”和“增长见识”都属于功利性动机；“为国家服务”属于内部动机。

故本题选A。

25．Which of the following is closest in meaning to the underlined word “cadets”in Paragraph 3?
A．In-service soldiers.
B．Military researchers.
C．Military officers.
D．Military trainees.
正确答案：D
解析：词汇题。

根据题干关键词“cadets”定位到原文第三段中的“We analyzed data drawn from 11，320 cadets in nine entering classes at the United States Military Academy at West Point…”由此可知cadets指美国军事学院西点军校的学员。

A 项“在职军人”，B项“军事研究员”，C项“军官”，D项“军校学员”。

故本题选D。

26．According to the passage, which of the following is conducive to career success?
A．Strong internal and strong instrumental motives.
B．Strong internal and weak instrumental motives.
C．Weak internal and strong instrumental motives.
D．Weak internal and weak instrumental motives.
正确答案：B
解析：细节题。

根据第六段中的“…cadets with strong internal and strong
instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones．”可知，拥有较高内部动机和较低功利性动机更有助于事业的成功。

故本题选B。

27．What do the writers disapprove concerning the current situation of attracting recruits?
A．Taking into account applicants’ internal motives.
B．Making them focus on the meaning of their work.
C．Relying on whatever motivational tools available.
D．Taking into account applicants’ instrumental motives.
正确答案：C
解析：推断题。

根据原文最后一段可知，教育工作者和指导者正面临着诱惑——使用任何可用的激励手段来招收新兵，虽然暂时能够招募到新兵，但是这样只能培养出更加糟糕的士兵。

C项“依靠任何可用的激励工具”违背原文，这也是作者不同意的地方。

故本题选C。

28．What can be the best title for the article?
A．Motivation and Fame
B．Two Types of Motives
C．The Secret of Effective Motivation
D．The Study on the Function of Motives
正确答案：C
解析：主旨题。

全文以“动机”为话题进行叙述，并对两种动机即内部动机和功利性动机的功能展开阐述，重点讲述了人们应如何保持合理动机，才能对丁作、生活产生积极影响，从而解释了有效动机的内涵。

C项能够概括全文主旨。

The ritual of English tea time is believed to have originated in the late 1700’s when Anna, Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea. The Duchess chronically experienced a “sinking feeling”(what we would term “low blood sugar”) in the late afternoon. To tide her over the long hours between meals she turned to carbohydrates. Other royals immediately copied the Duchess, and afternoon tea parties became quite fashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fine china, embroidered linen tablecloths and napkins, and silver tableware. Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies’pleasure. The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on tea. However, by April 27, 1776, Congress announced in the Philadelphia Packet that “the drinking of tea can now be indulged.” The custom
of afternoon tea parties was not really revived in this country, though, until the mid-1800’s, when Victorian ways were in vogue here. Leisure-class American ladies began having “kettledrums”at 4 p.m. “Kettledrums”was called that in connection with the term “teakettle.”Petits fours and other dainty delights were served amid Victorian opulence. A Victorian diarist, Maud Berkeley {Maud: The Illustrated Diary of a Victorian Woman, Chronicle Books, 1987) gave an anecdote concerning tea time: “Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not I. As it was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Barnes was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the less.”My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-set little tables beckon welcomingly under high-up, rose-tinted skylights. Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber, Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offered with butter, and various preserves and jellies. Along with this we were served Indian or China tea, and hot chocolate for my young daughter. Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carboload, but “when in England, do as the English do.”This tea feast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regained just enough appetite to sample some fish and chips (French fries), and then we put our weary stomachs and ourselves to bed.
29．What can be inferred about the writer’s opinion concerning what is served at the British tea time?
A．The English have taken in excessive carbohydrate.
B．The English prefer to have different types of drinks.
C．The English are not particular about the food varieties.
D．The English have a peculiar liking for junk food.
正确答案：A
解析：细节题。

根据第二段中的“To tide her over the long hours between meals she turned to carbohydrates．”和第四段中的“…little sandwiches and sweet pastries as well as scones…”可推断出，英国人在下午茶时摄入了太多的碳水化合物。

B 项“英国人更喜欢不同种类的饮料”，原文提到的饮料只有tea。

C项“英国人对食物的种类不讲究”，与原文意思相反。

D项“英国人对垃圾食品情有独钟”，下午茶的点心并非垃圾食品。

故本题选A。